1. AUSTISM SPECTRUM DISORDER
(ASD)
By: Kelly – Ann
Campo

2. WHAT IS ASD ?
Autism spectrum disorder (ASD) is a complex
developmental disability; signs typically appear
during early childhood and affect a person’s
ability to communicate, and interact with others.
ASD is defined by a certain set of behaviors and
is a “spectrum condition” that affects individuals
differently and to varying degrees.

3. DIAGNOSTIC CRITERIA FOR ASD

4. DIAGNOSTIC CRITERIA FOR ASD
Persistent difficulties in the social use of verbal and nonverbal
communication as manifested by all of the following:
1. Deficits in using communication for social purposes, such as
greeting and sharing information, in a manner that is appropriate
for the social context.
2. Impairment of the ability to change communication to match
context or the needs of the listener, such as speaking differently
in a classroom than on the playground, talking differently to a
child than to an adult, and avoiding use of overly formal
language.

5. DIAGNOSTIC CRITERIA FOR ASD
Difficulties following rules for conversation and
storytelling, such as taking turns in conversation,
rephrasing when misunderstood, and knowing how to
use verbal and nonverbal signals to regulate
interaction.
4. Difficulties understanding what is not explicitly
stated (e.g., making inferences) and nonliteral or
ambiguous meanings of language (e.g., idioms,
humor, metaphors, multiple meanings that depend on
the context for interpretation).

6. DIAGNOSTIC CRITERIA FOR ASD
Persistent deficits in social communication and social
interaction across multiple contexts, as manifested by the
following, currently or by history :
1. Deficits in social-emotional reciprocity, ranging,
for example, from abnormal social approach and
failure of normal back-and-forth conversation; to
reduced sharing of interests, emotions, or affect; to
failure to initiate or respond to social interactions.

7. DIAGNOSTIC CRITERIA FOR ASD
2. Deficits in nonverbal communicative behaviors used for social
interaction, ranging, for example, from poorly integrated verbal
and nonverbal communication; to abnormalities in eye contact
and body language or deficits in understanding and use of
gestures; to a total lack of facial expressions and nonverbal
communication.
3. Deficits in developing, maintaining, and understanding
relationships, ranging, for example, from difficulties adjusting
behavior to suit various social contexts; to difficulties in sharing
imaginative play or in making friends; to absence of interest in
peers.

8. DIAGNOSTIC CRITERIA FOR ASD
B. Restricted, repetitive patterns of behavior, interests, or activities,
as manifested by at least two of the following, currently or by
history (examples are illustrative, not exhaustive; see text):
1. Stereotyped or repetitive motor movements, use of objects, or
speech (e.g., simple motor stereotypies, lining up toys or flipping
objects, echolalia, idiosyncratic phrases).
2. Insistence on sameness, inflexible adherence to routines, or
ritualized patterns or verbal nonverbal behavior (e.g., extreme
distress at small changes, difficulties with transitions, rigid
thinking patterns, greeting rituals, need to take same route or eat
food every day).

9. DIAGNOSTIC CRITERIA FOR ASD
3. Highly restricted, fixated interests that are
abnormal in intensity or focus (e.g, strong attachment
to or preoccupation with unusual objects, excessively
circumscribed or perseverative interest).
4. Hyper- or hyporeactivity to sensory input or
unusual interests in sensory aspects of the
environment (e.g., apparent indifference to
pain/temperature, adverse response to specific sounds
or textures, excessive smelling or touching of objects,
visual fascination with lights or movement).

10. DIAGNOSTIC CRITERIA FOR ASD
C. Symptoms must be present in the early
developmental period (but may not become fully
manifest until social demands exceed limited
capacities, or may be masked by learned
strategies in later life).
D. Symptoms cause clinically significant
impairment in social, occupational, or other
important areas of current functioning.

11. BEHAVIOR MANAGEMENT INTERVENTIONS FOR
STUDENTS WITH ASD.

12. AUTISM BEHAVIOR INTERVENTIONS &
STRATEGIES
Behavior Modification
The goal of behavior modification is to change an undesirable behavior to a
desirable one. But before you can help someone change a behavior, you
need to find out what causes it to occur. Remember there is always a reason
why a person is doing something. Usually a child will exhibit problematic
behavior because they want something or they are avoiding something.
Many times autistic people may have sensory processing problems. This can
cause them to respond to normal sensory experiences in odd or exaggerated
ways. If this is the case, punishing them is not an appropriate
response. Instead changing the environment or providing sensory
integration therapy may be the best option.

13. AUTISM BEHAVIOR
INTERVENTIONS & STRATEGIES
For behavior modification to be successful it must be:
• Structured: There must be a clear system of rewards for desired behaviors
and consequences for inappropriate ones.
• Consistent: Consistently rewarding appropriate behavior and giving
consequences for inappropriate behavior is essential to success. Ignoring
inappropriate behaviors or forgetting to reward positive ones will
undermine the behavioral plan. Consistency is the key to success!
• Clear: The child must understand what the problem behavior is, what the
consequence will be if they exhibit the problem behavior and what will
happen if they exhibit the desired behavior.

14. AUTISM BEHAVIOR INTERVENTIONS &
STRATEGIES
Applied Behavioral Analysis, or ABA
ABA is an intensive behavioral approach that expands on the
basic reward-consequence model. ABA behavioral trains a
child in small, incremental steps to meet larger goals, with
each step along the way rewarded. ABA can teach appropriate
social behaviors, language skills, and academics. ABA is most
effective it’s started before the age of five and is done in an
intensive program that involves at least twenty hours a week
of one-on-one training with therapists.

15. SOCIAL SKILL INTERVENTION FOR
STUDENTS WITH ASD

16. FUNCTIONAL CURRICULUM
Functional Curriculum: Some students
with autism need support to become
independent in daily life. To help these
students function in day-to-day life their
curriculum should include daily living
skills, community skills, recreation, and
employment skills.

17. WHAT CAN HELP IMPROVE SOCIAL INTERACTION AND
DEVELOPMENT?
• Reinforce what the student does well socially—
use behavior-specific praise and concrete
reinforcement if needed to shape pro-social
behavior !
• Model social interaction, turn taking,
reciprocity

18. WHAT CAN HELP IMPROVE SOCIAL INTERACTION AND
DEVELOPMENT
• Celebrate strengths and use these to your
advantage. Many individuals with autism have a
good sense of humor, a love of or affinity for
music, strong rote memorization skills, or a
heightened sense of color or visual
perspective—use these to motivate interest in
social interactions or to give a student a chance
to shine and be viewed as competent and
interesting

19. WHAT CAN HELP IMPROVE SOCIAL INTERACTION AND
DEVELOPMENT
• Identify peers with strong social skills and pair the student with
them so he has good models for social interaction. Provide peers
with strategies for eliciting communication or other targeted
objectives, but be careful not to turn the peer into a teacher—strive
to keep peer interactions as natural as possible. !
• Create small lunch groups, perhaps with structured activities or topic
boxes. (Teach the group to pull a topic out of a box and have the
students discuss things related to this topic, such as ‘The most recent
movie I saw was…..’This can be helpful for students who tend to
talk about the same things all the time since it provides supports and
motivation and the benefit of a visual reminder of what the topic is.)

20. ACADEMIC INTERVENTION

21. ACADEMIC INTERVENTION FOR STUDENT WITH ASD.
Science in the special education classroom can be
one of the most interesting subjects to teach and
engage students. You can do a lot of fun things
with it from nature walks to in-class
experiments. It can also be one of the toughest
areas to teach effectively for students with ASD
for a variety of reasons.

22. ACADEMIC INTERVENTION FOR STUDENT WITH ASD
Research has shown most individuals with autism have
problems with communication, language, social, and
cognitive skills. Individuals with this disorder may learn
better through the use of visual aids, imitation, and
structured environments that offer various sensory inputs
and routines. Since most students with autism do better
with specific routines, a structured learning environment
can make the child feel more secure and open to
learning.

23. SOME INTERVENTIONS TO TEACH SCIENCE TO
STUDENTS WITH ASD ARE:
• Environmental Considerations: Many students
are sensitive to auditory input so workstations
should be placed away from excessive auditory
stimulation and away from unnecessary
movement.

24. SOME INTERVENTIONS TO TEACH SCIENCE TO
STUDENTS WITH ASD ARE
• Visual Schedules, Aids, and Symbols: Children
with autism do better when their schedules are
predictable and are given plenty of notice in
changes and expectations. This helps make
transitions easier when they can see the changes
going to take place. Visual aids and symbols
can range in complexity from simple and
concrete to abstract. Using visual supports
better enables students to focus on the message.

25. SOME INTERVENTIONS TO TEACH SCIENCE TO
STUDENTS WITH ASD ARE:
• Uses may include:
• organize student activity
• provide directions or instructions to assist students in understanding the
organization of the environment, labeling of objects (containers, signs,
charts, lists)
• support appropriate behavior: posted rules and representations to signal
steps of routines
• teach social skills: social stories
• teach self-control: use pictographs which provide cues for behavior
expectations
• teach functional self-help skills

26. SOME INTERVENTIONS TO TEACH SCIENCE TO
STUDENTS WITH ASD ARE
• Visual Structures: Marking a student’s work
station with tape, for example, can help a student
maintain boundaries. This allows students to
clearly see what needs to be done, how much
work they have, what they need to do to be
finished and what’s next. Activities should be
designed with strong visual cues so less auditory
directions are needed.

27. SOME INTERVENTIONS TO TEACH SCIENCE TO
STUDENTS WITH ASD ARE
• Visual Communication Supports: The Picture Exchange
Communication System is an effective strategy for
encouraging communication in autistic students. It starts
with a teaching a student to exchange a picture of a
desired item with another partner such as a teacher, who
honors the request. After the student learns how to
request specific items, they learn how to construct
simple sentences with the pictures

28. SOME INTERVENTIONS TO TEACH SCIENCE TO
STUDENTS WITH ASD ARE
• Direct Instruction of Social Skills: Most autistic students
need to learn social interaction skills in much the same
way as they learn academic skills. They may need direct
instruction of how to react in certain social situations.
Social stories written about specific social situations,
how others may respond, and how the student may
respond has proven to be beneficial in helping students
with autism learn to react in social interactions.

29. SOME INTERVENTIONS TO TEACH SCIENCE TO
STUDENTS WITH ASD ARE
• Video Modeling: The use of video recording
and display equipment to provide a visual
model of targeted behavior or skill can be
utilized when the need for repetition is likely. If
scenarios are recorded on devices accessible to
the students, such as iPads or smartphones,
students can play the modeling videos
whenever they feel the need.

30. SOME INTERVENTIONS TO TEACH SCIENCE TO
STUDENTS WITH ASD ARE
• Keep language simple and concrete: use as
few words as possible to get the point
across.
• Give fewer choices: The more choices
there are, the more confused a child with
autism may become.

31. CONCLUSION
Autism or Autism Spectrum Disorder is one of many
developmental disabilities that affect students learning.
over the years, several teaching strategies have been
developed to help teachers to effectively educate
students with Autism.
As an educator, I will try to master some of these strategies
and I look forward to giving each child the best chance at
learning because my philosophy is “ No Child Will Be
Left Behind.

32. ALL STUDENTS CAN LEARN

33. AUTISTIC KIDS ARE SUPER KIDS

34. REFERENCES
• (2017), retrieved from:
https://www.google.tt/search?q=Autism+ppt&oq=Autism+ppt&aqs=chro
me..69i57.13016j0j8&sourceid=chrome&ie=UTF-8
• What is Autism? Retrieved from:
https://www.autismspeaks.org/what-autism
• DSM-5 Diagnostic Criteria, retrieved from:
https://www.autismspeaks.org/what-autism/diagnosis/dsm-5-diagnostic-
criteria

35. • What Can Help Improve Social Interaction and Development?
Retrieved from:
https://www.autismspeaks.org/sites/default/files/documents/family-
services/improve_social.pdf
• science in the special education classroom. Retrieved from:
https://www.autismclassroomresources.com/teaching-science-
special-education-classroom/